By Monica Meeme, Cynthia Ayaa Komakec and Eric Tumwesigye

Makerere University, through its Gender Mainstreaming Directorate (GMD), in partnership with the United Nations Population Fund (UNFPA), the Embassy of Sweden, UNESCO O3 Plus have successfully trained 250 Student Peer Trainers (SPTs) to strengthen student-led efforts in promoting gender equality and the prevention of gender-based violence.

The three-day capacity-building workshop, held from 5^th to 7^th May 2026, brought together selected student leaders from across the University and formed part of Makerere University’s commitment to creating a safe, inclusive, and gender responsive learning environment. The training equipped participants with practical knowledge and skills to serve as peer educators, advocates, mentors, and referral points for students requiring support on gender-related issues.

The workshop covered a wide range of thematic areas, including the Makerere University Gender Equality Policy, the Policy and Regulations Against Sexual Harassment (PRASH), international, regional and national legal frameworks on gender equality, sexual and reproductive health and rights (SRHR), leadership development, effective communication, and student-led advocacy and action planning.

Facilitators included Susan Mbabazi, Principal Gender Officer; Eric Tumwesigye, Principal Gender Officer; Carol Abilat Gender Officer; Cynthia Ayaa Komakec Gender Officer; Dr. Richard Mwesigwa of UNFPA; Dr. Lilian Tukahira Assistant Administrator; and Judith Kiconco, Gender Officer.

Day One: Building Foundations for Gender Equality and Inclusion

The opening day commenced with welcome and opening remarks delivered by Ms. Susan Mbabazi, Acting Chief Gender Mainstreaming Officer; Ms. Laura Criado Lafuente, Representative of the United Nations Population Fund (UNFPA); and Dr. Rodney Rugyema, Office of the Dean of Students, who represented the Vice Chancellor.

Speaking on behalf of UNFPA, Ms. Laura Criado Lafuente described the training as more than a workshop, characterising it as a movement designed to empower students to influence attitudes, behaviours, and social norms within their communities. She encouraged participants to challenge harmful practices, support survivors of gender-based violence, and serve as catalysts for positive change both within and beyond the University.

Representing the Vice Chancellor, Dr. Rodney Rugyema emphasised that Makerere University’s mandate extends beyond academic excellence to ensuring the safety, well-being, and holistic development of its students. He urged participants to avoid harmful relationships, prioritise personal safety, and actively contribute to fostering a respectful, inclusive, and supportive campus environment.

Dr. Rugyema further described Student Peer Trainers as the “eyes and ears” of the University community, underscoring their vital role in raising awareness, identifying emerging challenges, and mobilising collective action to prevent and address gender-based violence.

The first day of the workshop also introduced participants to the principles of gender equality, gender mainstreaming, and the institutional frameworks that guide Makerere University’s efforts to promote inclusion, equity, and student welfare.

Ms. Susan Mbabazi provided a historical overview of the Gender Mainstreaming Directorate and highlighted the University’s sustained commitment to creating an equitable and supportive academic environment. She also guided participants through the key provisions of the Policy and Regulations Against Sexual Harassment (PRASH), emphasising the University’s zero-tolerance stance on sexual harassment and all forms of gender-based violence.

Mr.Eric Tumwesigye facilitated a session on foundational gender concepts, enabling participants to deepen their understanding of gender dynamics, stereotypes, power relations, and the importance of promoting equality and inclusivity within university spaces.

A key highlight of the day was a presentation by Ms. Carol Abilat on the Makerere University Gender Equality Policy. She emphasised that gender equality is fundamentally rooted in fairness, dignity, and equal opportunity for all members of the University community, including marginalised groups and persons with disabilities.

Ms. Abilat further explained that the policy aligns with national development priorities and international commitments, including the United Nations Sustainable Development Goal 5 on Gender Equality. Participants were introduced to critical concepts such as consent, sexual harassment, discrimination, gender blindness, and inclusive approaches to teaching, learning, leadership, and institutional management.

Day Two: Understanding Legal Frameworks and Sexual and Reproductive Health Rights

The second day focused on strengthening participants’ understanding of legal and policy frameworks that promote gender equality and protect individuals from discrimination, sexual harassment, and gender-based violence.

Facilitating the session on international, regional, and national legal frameworks, Cynthia Ayaa Komakec provided participants with a comprehensive overview of key human rights instruments and gender equality commitments.

At the international level, participants examined frameworks such as the International Covenant on Civil and Political Rights (ICCPR), the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), and the Beijing Declaration and Platform for Action. Discussions highlighted how these instruments have shaped global efforts to eliminate discrimination and advance the rights and empowerment of women and girls.

The regional discussion focused on the African Charter on Human and Peoples’ Rights and the Protocol to the African Charter on the Rights of Women in Africa (Maputo Protocol), which provide important protections and promote women’s participation in social, economic, and political development across the continent.

The session also examined Uganda’s national legal and policy framework, including the Constitution of the Republic of Uganda (1995), the Uganda Gender Policy, and relevant provisions of the Penal Code Act.

A recurring theme throughout the discussion was the implementation gap that often exists between legal protections and actual practice. Participants explored the importance of accountability, institutional commitment, awareness creation, and community engagement in translating legal frameworks into meaningful outcomes.

The day also featured a session on Sexual and Reproductive Health Rights (SRHR) facilitated by Dr. Richard Mwesigwa from UNFPA.

Dr. Mwesigwa introduced participants to UNFPA’s mandate and mission before guiding them through key concepts relating to sexual health, reproductive health, rights, and access to services. The session addressed the importance of informed decision-making, consent, healthy relationships, prevention of gender-based violence, and available support mechanisms for students experiencing harassment or abuse.

Participants were also equipped with practical guidance on how Student Peer Trainers can provide information, make referrals, and support fellow students in accessing appropriate services and assistance.

Throughout the day, facilitators emphasised the need to position students as active change agents capable of promoting positive behavioural change within colleges, halls of residence, and wider communities.

Day Three: Partnerships, Leadership and Action Planning

The final day focused on strengthening peer leadership skills and equipping participants with practical tools for developing and implementing student-led initiatives.

Representatives from development partners reaffirmed the importance of youth leadership and collaborative action in addressing gender inequalities and preventing gender-based violence.

Addressing participants, Jessica Pellrud from the Embassy of Sweden emphasised that gender equality remains a critical pillar of sustainable development. She encouraged students to become long-term advocates for social transformation by challenging harmful norms, supporting survivors, and promoting inclusive participation among both women and men.

Eric Tumwesigye reflected on the growth of the Student Peer Trainers programme noting that the initiative has expanded from training 50 students annually to 250 peer educators. The expansion is intended to strengthen outreach and increase access to peer support services across the University.

He encouraged participants to integrate gender awareness into broader discussions on mental health, academic achievement, healthy relationships, and responsible digital engagement.

Facilitating the action-planning session, Dr. Lilian Tukahirwa guided participants through the process of designing practical and achievable interventions for their respective colleges. She emphasised the importance of creativity, flexibility, teamwork, and collaboration with academic staff and College leadership to ensure sustainable impact.

The workshop concluded with participants developing action plans aimed at promoting gender equality, preventing sexual harassment, and strengthening awareness and support mechanisms within their academic units.

Renewed Commitment to Student-Led Change

In his closing remarks, Eric Tumwesigye commended participants for their commitment, discipline, and active engagement throughout the three-day training programme. He also acknowledged the valuable contributions of facilitators and development partners, including UNFPA, and the Embassy of Sweden.

He announced that participants would undertake online evaluations and receive support in developing concept papers for college-based initiatives designed to promote gender equality and prevent sexual harassment.

Tumwesigye emphasised that while institutional support remains critical, the long-term success of the programme depends on sustained student leadership, ownership, and commitment.

The workshop concluded with a renewed pledge from the newly trained Student Peer Trainers to champion gender equality, support vulnerable students, and contribute to building a safer, more inclusive, and gender-responsive Makerere University community.

Makerere University on Monday 6^th July officially launched the First Mak Writing Summer School, a week long training program designed to equip students and staff with the practical writing skills needed to compete in today’s job market. The official unveiling took place at the Makerere Main Building and was streamed online to accommodate the more than two hundred participants who registered, running from 1:30 PM to 2:00 PM before the first working session began.

The program is a joint initiative of the Makerere University Writing Centre and the Makerere University Press, known as MakPress. It was officially unveiled by Professor Sarah Ssali, the First Deputy Vice Chancellor for Academic Affairs.The occasion drew support from Professor Fredrick Muyodi, Head of the Makerere University Writing Centre, and Associate Professor William Tayeebwa, Director of MakPress, both of whom addressed participants.

Speaking first, Professor Tayeebwa outlined the mandate of MakPress, describing it as an office that reports to the Deputy Vice Chancellor for Academic Affairs and that carries out three main functions: publishing books, publishing academic journals, and now, an expanding portfolio that includes working paper series. He noted that the traditional strength of the press has been the publication of books, and he used the occasion to showcase two recent examples authored by members of the university community.

The first was a book titled The Muchwezi, The Flower, The Suitor, written by Charles Ziwa, a staff member attached to the Writing Centre who has been coordinating the current writing camp. More so, the second was a book titled The Men I Killed, authored by a student in the Department of Journalism and Communication. Both works are currently self published, and Professor Tayeebwa used them to illustrate the kind of support MakPress hopes to extend to more writers across the university, encouraging students, staff, and even members of the public with completed manuscripts, including family histories or biographies, to bring their projects to the press for formal publishing support rather than remaining self published.

He also spoke about the press journal portfolio, which includes a Mak journal run by the School of Languages, Literature and Communication, the Working Paper Series by the College of Business and Management Sciences, and the Mawazo journal, which is shared with the College of Humanities and Social Sciences. He reported that the writing camp had already drawn about 175 participants at the time he spoke, a number he described with evident pride.

 “Before any work can reach the publishing stage described by Professor Tayeebwa, it must first pass through the discipline of good writing, which is the core mission of the Writing Centre”, Professor Muyodi exclusively emphasized the arc that the summer school is taking. Established only last year, the Centre exists to strengthen the writing skills of Makerere University staff and students, with plans to extend its services to communities beyond the university and eventually across the East African region, a concept he described as still new in this part of the world.

He listed the Centres and areas of coverage as including the writing of manuscripts, grant proposals, scholarly and academic writing, curriculum vitae, application letters, and the responsible use of artificial intelligence in writing. He identified the Centres target beneficiaries as early career researchers, postgraduate students, undergraduate finalists preparing to enter the job market, and non academic staff, including registrars, who also require strong writing skills in their daily work.

In her remarks as Chief Guest, Professor Ssali described the summer school as an important bridge that transforms theoretical classroom knowledge into marketable, real world, competence based skills.

She praised the facilitators lined up for the week as experienced professionals and life coaches rather than simple motivational speakers, and expressed confidence that they would equip participants with practical, usable skills. She committed her office to working with both the Writing Centre and MakPress to institutionalize the training so that Makerere University graduates leave with more than just academic degrees, but also with the practical soft skills required to lead and transform the Ugandan workforce. Prof. Ssali conclusively declared the First Makerere University Writing Summer School officially launched, expressing hope that future editions would attract even greater resources and reach a wider audience.

Following the opening ceremony, the floor was handed to Mr Abdul Noor Luttamaguzi, who facilitated the first working session on professional CV writing. Introducing himself, he described his roles as the recently elected global student director of the World Aquaculture Society, a PhD student in the Department of Zoology, Entomology and Fisheries Sciences within the School of Biosciences at Makerere University, a Senior Fisheries Officer with Luweero District Local Government, and the founder and director of the ANL Foundation, an organization that supports youth employment and capacity building.

Turning to the Ugandan context, Mr Luttamaguzi noted that recruiters and human resource professionals often use the terms CV and resume interchangeably, with the real distinguishing factor being length and purpose rather than strict definition.

The opening day module, covering the launch ceremony and the first session on professional CV writing, set the tone for a full week of training with subsequent sessions expected to cover application letter writing and the use of artificial intelligence in professional writing. Organizers described the summer school as the first in what is planned to be a continuing series of writing camps, with future editions expected to expand from professional skills training into writing for scholarly publication.

The Office of Academic Registrar, Makerere University has released admission lists of candidates admitted under the Talented Sports Men & Women, Disability and District Quota Schemes with Government sponsorship 2026/27 Academic Year including appeals and remarked cases.

Other admission lists released include A-Level Applicants with Ugandan and those with Foreign Qualifications, Diploma in Performing Arts, Mature-Age Entry and Bachelor of Education (EXTERNAL Batch 2) for the Academic Year 2026/2027 under self sponsorship.

The cut-off points points can be accessed by following the link: https://mak.ac.ug/study-mak/cut-points

Kindly follow the links below to access the lists:-

• Government Sponsorship
  • Disability Scheme
  • Talented Sportsmen & Women
  • District Quota Scheme(Pending verification by Districts)
  • Appeals and Remarked Cases
• Private\Self Sponsorship
  • Ugandans with Ugandan Qualifications
  • Ugandans with Foreign Qualifications
  • Mature- Age Entry
  • Diploma in Performing Arts
  • Bachelor of Education (EXTERNAL Batch 2)

Update 3rd July 2026

International & East African Applicants

• A’ Level Applicants
• Diploma/Degree Applicants
• Diploma/Degree Holders (Ugandans)

Mop-up Lists

• Government Sponsorship – Mature Age Entry Scheme